Grade 7 Sciences

Units of Study
UNIT 1: Energy Start:​ August Duration:​ 8 Weeks

● Concepts: ​Energy Forms, transformations, transfers, Law of conservation of energy, heat transfer, measuring
energy.
● Subject Specific Skills​: Designing scientific investigations, writing and illustrating scientific explanations, Calculating
physics equations (PE, KE Work and Power), researching and analyzing renewable/sustainable energy options.
● Learning Experiences​: Students will develop their understanding of energy transformations and and will critically
analyze the implications of different energy transformations.

UNIT 2​: Nutrition and Respiration Start: ​October Duration: ​8 Weeks

● Concepts: ​Nutrients, balanced diets, digestion, absorption, aerobic respiration, gas exchange, anaerobic
respiration.
● Subject Specific Skills​: Making connections between breathing and eating (respiration); analyzing nutritional
content, researching digestive diseases, designing scientific investigations, writing about and illustrating body
systems.
● Learning Experiences​: Students will analyze food for nutrients, evaluate diets for nutritional value, build polymers
from monomers, identify the specific functions of the digestive and circulatory systems, research diseases
associated with the digestive system. They will also design and carry out an investigation of a factor that affects
respiration.

UNIT 3: Elements and the Periodic Table Start: ​January ​Duration: ​9 Weeks

● Concepts: ​Atomic Structure, trends of the Periodic table, ionic/covalent bonding, chemical/physical changes &
properties, chemical reactions, nanotechnology.
● Subject Specific Skills​: Conduct chemical reactions, distinguish between chemical/physical properties and changes,
predict properties of elements in the Periodic Table, build ionic and covalent compounds, evaluate implications of
using nanotechnology.
● Learning Experiences​: Students will conduct chemical reaction experiments to identify physical and chemical
properties and changes; identify patterns in the periodic table and apply those trends to an “alien periodic table”;
create models of ionic and covalently bonded compounds.

UNIT 4: Sound and Light Start: ​March Duration: ​10 Weeks

● Concepts: ​Waves, electromagnetic radiation, measuring sound, light (reflection/refraction), communication.

● Subject Specific Skills​: Distinguish and draw transverse and longitudinal waves, design an investigation, evaluate
the implications of a real-life application of nanotechnology, utilize light boxes and prisms to explore
reflection/refraction.
● Learning Experiences​: Students will explore sound waves, how we hear and how sound can damage our hearing.
Students will measure amplitude, frequency and pitch of musical instruments using phone apps. Students will
calculate wave speed of transverse and longitudinal waves. Students will design and carryout an experiment that
investigates a factor that affects a measurable aspect of sound. Students will investigate electromagnetic radiation
and then focus on reflection and refraction of light using light boxes, prisms and mirrors. Students will gain an
understanding for communication technology as they compare analog and digital communication.
 Grade 7 Sciences
Unit 1: Energy
Start:​ August Duration: ​8 Weeks

LEARNING EXPERIENCES:​ In this unit, students will be introduced to the concept of energy, different forms of energy, how they are
transformed and the implications of these transformations (renewable versus nonrenewable energy). Students will investigate the
Law of conservation of energy and calculate potential and kinetic energy using roller coasters. They will do experiments involving
transfer of heat (conduction, radiation and convection). They will also learn how to measure energy (burning food lab to calculate
calories) and power. Students will also role play in a Town Hall Meeting to determine the best renewable energy for their city.

KEY CONCEPT: Change Related Concepts / Subject Specific:​ Energy and Transformation.

STATEMENT OF INQUIRY​: Humans and the environment are affected by energy transformations.

INQUIRY QUESTIONS:
What are the most common renewable and non-renewable energy resources are available? Where
Factual​:
do fuels come from?
Conceptual​: Which energy resources should we use? How can we use less fossil fuels?
Are renewable sources of energy better than non-renewable sources? What has science got to do
Debatable:
with global warming?

OBJECTIVES AND
ASSESSMENT CRITERIA:
Students describe scientific knowledge and apply understanding to solve problems set in familiar and
A: Analyzing
unfamiliar situations. Students analyse information to make scientifically supported judgments.

Design Scientific Investigation: students describe a problem/hypothesis to be tested, explain it using

B: Organizing
scientific reasoning, describe how to manipulate the variables, describe how data will be collected.

Investigation Data: students present collected/transformed data, interpret data, describe results
C: Producing Text
using scientific reasoning, discuss the validity of a hypothesis method and describe improvements.

Research Problem Solved by Science: students use scientific language to describe problem, discuss
D: Using Language
and analyse the implications in solving a specific problem and accurately document sources.

Communication - evaluation of energy for Sustainable Energy Town Hall Meeting

ATLs​:
Research - access and evaluate renewable sustainable energy information critically.

RESOURCES / LITERATURE OPTIONS:

▪ Science 2 for the International Student Textbooks (Unit 6 Useful Energy)
▪ Exploring Science 7 (7I) and 8 (8K) Working Scientifically
▪ Explore Learning Gizmos and Simulations (online source)
▪ Adaptive Curriculum (online source)

SUMMATIVE ASSESSMENT TASKS:

1. Criterion A Energy Test.
2. Criterion D Renewable Energy Town Hall Debate.
 Grade 7 Sciences
Unit 2: Nutrition and Respiration
Start:​ October Duration: ​8 Weeks

LEARNING EXPERIENCES:​ In this unit, students will learn how different systems (digestive and circulatory system) work together and
interact in respiration (aerobic and anaerobic) to produce energy. They will evaluate different diets to determine the nutritional
values, investigate the roles of different nutrients and how they are absorbed and research diseases associated with the digestive
system. They will also design and carry out an investigation of a factor that affects respiration.

KEY CONCEPT: ​Relationships Related Concepts / Subject Specific: ​Interaction, Function, Form.

STATEMENT OF INQUIRY​: Systems interact together to benefit the whole.

INQUIRY QUESTIONS:
How do the different parts of the human systems function? How are cells specialized to carry out
Factual​:
their jobs? How do cells use the food molecules absorbed after digestion?

How are different carbohydrates digested differently? How is structure related to function in the
Conceptual​:
human systems? How do diseases affect our body systems?

Is there such a thing as a perfect diet? Should people with unhealthy lifestyles have the same right to
Debatable:
universal medical treatment?

OBJECTIVES AND
ASSESSMENT CRITERIA:
Students describe scientific knowledge and apply understanding to solve problems set in familiar and
A: Analyzing
unfamiliar situations. Students analyse information to make scientifically supported judgments.

Design Scientific Investigation: students describe a problem/hypothesis to be tested, explain it using

B: Organizing
scientific reasoning, describe how to manipulate the variables, describe how data will be collected.

Investigation Data: students present collected/transformed data, interpret data, describe results
C: Producing Text
using scientific reasoning, discuss the validity of a hypothesis method and describe improvements.

Research Problem Solved by Science: students use scientific language to describe problem, discuss
D: Using Language
and analyse the implications in solving a specific problem and accurately document sources.

ATLs​: Communication, Research - Information literacy, Self-Management - time-management.

RESOURCES / LITERATURE OPTIONS:

▪ Science 2 for the International Student Textbooks (Unit 3 Healthy Body Systems)
▪ Exploring Science 8 (8A and 8C) and 9 9Cd) Working Scientifically
▪ Explore Learning Gizmos and Simulations (online source); Adaptive Curriculum (online source)

SUMMATIVE ASSESSMENT TASKS:

1. Criterion A Nutrition and Respiration Test.
2. Criterion B/C Heart Rate (or Ventilation) Lab: Design an experiment that will manipulate a factor involving respiration.
3. Criterion D Research a Disease associated with the Digestive System, focusing on one method of prevention or treatment.
 Grade 7 Sciences
Unit 3: Elements and the Periodic Table
Start:​ January Duration: ​9 Weeks

LEARNING EXPERIENCES:​ Students will explore chemical/physical changes and chemical reactions in the first week. An online gizmo
will be utilized to understand atomic structure. They will assess patterns through the “Alien Periodic Table” activity. Students will
conduct chemical reactions to understand the Law of Conservation of Mass. Valence electrons and bonding (Ionic or Covalent) will
be practiced. Finally, students will research and determine the implications for a real-life application of nanotechnology.

KEY CONCEPT: Change Related Concepts / Subject Specific: ​Evidence, Interaction.

STATEMENT OF INQUIRY​: Atomic structure determines the changes that occur when elements are exposed to each other.

INQUIRY QUESTIONS:
How can we describe atoms, elements, compounds, and mixtures? How can we represent matter
Factual​: using chemical symbols? How do elements or compounds react and how can we tell? How are
elements organized on the periodic table?
How do compounds differ from the elements from which they are made? How do we get new
Conceptual​:
materials? Why do substances react with one another?
Some people think that the mining and extraction of metals in developing countries takes advantage
Debatable: of workers. Do you think that we should find alternative sources for these metals? Was Ibn Sina right
to oppose alchemists whose goal was to turn metals like mercury into gold?

OBJECTIVES AND
ASSESSMENT CRITERIA:
Students describe scientific knowledge and apply understanding to solve problems set in familiar and
A: Analyzing
unfamiliar situations. Students analyse information to make scientifically supported judgments.

Design Scientific Investigation: students describe a problem/hypothesis to be tested, explain it using

B: Organizing
scientific reasoning, describe how to manipulate the variables, describe how data will be collected.

Investigation Data: students present collected/transformed data, interpret data, describe results
C: Producing Text
using scientific reasoning, discuss the validity of a hypothesis method and describe improvements.

Research Problem Solved by Science: students use scientific language to describe problem, discuss
D: Using Language
and analyse the implications in solving a specific problem and accurately document sources.

ATLs​: Change - Evidence, Social -Collaboration, Thinking -Critical thinking

RESOURCES / LITERATURE OPTIONS:

▪ Science 2 for the International Student Textbooks (Unit 4 Making Sense of Elements and Compounds).
▪ Exploring Science 7 (7H - Atoms, Elements and Molecules) and 8 (8F - Periodic Table, 8G - Metals) Working Scientifically.
▪ Explore Learning Gizmos and Simulations (Build an Atom) online source and Adaptive Curriculum (online source).

SUMMATIVE ASSESSMENT TASKS:

1. Criterion A Periodic Table Test.
2. Criterion B/C - e Assessment on iron and sulphur Lab.
3. Criterion D - Nanotechnology.
 Grade 7 Sciences
Unit 4: Sound and Light
Start:​ March Duration: ​10 Weeks

LEARNING EXPERIENCES:​ Students will explore sound waves and the process of hearing. Students will measure amplitude,
frequency and pitch of musical instruments using phone apps. Students will understand the difference between transverse and
longitudinal waves and will calculate wave speed. Students will design and carryout an experiment that investigates sound. Students
will investigate electromagnetic radiation and specifically, light (reflection and refraction) using light boxes. Finally, students will gain
an understanding for communication technology as they compare analog and digital communication.

KEY CONCEPT:
Related Concepts / Subject Specific:​ Energy, Technical Innovation.
Communication

STATEMENT OF INQUIRY​: Information is transformed to connect communities.

INQUIRY QUESTIONS:
What are the characteristics of waves? What are the differences between light and sound waves?
Factual​:
How do we see and hear?
How do we calculate frequency and wavelength? How do we see colors? How does a change in
Conceptual​:
energy influence a wave?

Debatable: Is digital sound better than sound from analog devices? Can sound be dangerous?

OBJECTIVES AND
ASSESSMENT CRITERIA:
Students describe scientific knowledge and apply understanding to solve problems set in familiar and
A: Analyzing
unfamiliar situations. Students analyse information to make scientifically supported judgments.

Design Scientific Investigation: students describe a problem/hypothesis to be tested, explain it using

B: Organizing
scientific reasoning, describe how to manipulate the variables, describe how data will be collected.

Investigation Data: students present collected/transformed data, interpret data, describe results
C: Producing Text
using scientific reasoning, discuss the validity of a hypothesis method and describe improvements.

Research Problem Solved by Science: students use scientific language to describe problem, discuss
D: Using Language
and analyse the implications in solving a specific problem and accurately document sources.

ATLs​: Communication - Thinking, Transfer.

RESOURCES / LITERATURE OPTIONS:

▪ Science 3 for the International Student Textbooks (Unit 6: Waves - Light and Sound)
▪ Exploring Science 7 (7L - Sound H) and 8 (8J - Light) Working Scientifically
▪ Explore Learning Gizmos and Simulations online source
▪ Adaptive Curriculum (online source)

SUMMATIVE ASSESSMENT TASKS:

1. Criterion A Sound and Light Test.
2. Criterion B/C - Sound Lab.